ChangED
ChangED is an educator based podcast for Pennsylvania teachers to learn more about the PA STEELS Standards and science in general. It is hosted by Andrew Kuhn and Patrice Semicek.
ChangED
Ropifying Your Curriculum: The Art of Integration
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Ever wondered how to make curriculum integration feel natural instead of forced? Meet Scott Oste and Katie Trach from Northampton Area School District, who have mastered what they playfully call "ropifying" - the art of weaving subjects together into a cohesive educational experience.
Their journey began in 2015, well before Pennsylvania adopted the STEELS standards. Rather than waiting for state mandates, they proactively built integration into their district's DNA through gradual, intentional changes. What makes their approach unique is how they've capitalized on connections that already existed but weren't being fully leveraged.
Katie brilliantly articulates why integration works so well in elementary settings: "Elementary teachers are phenomenal at ropifying. We verbified roping it. Is it speaking and listening? Is it reading? Is it writing? Is it science? It doesn't matter." The key is becoming more intentional about these natural connections.
One of their most powerful insights concerns the relationship between science and literacy. Rather than competing for instructional time, STEELS enhances literacy instruction by providing authentic contexts for reading, writing, and discussion. As Katie explains, "You can't write more until you can talk more," highlighting how scientific discussions build the foundation for stronger written expression.
The podcast reveals that scientific modeling provides an accessible entry point for teachers new to STEELS. By encouraging students to draw their ideas and engage in collaborative discussions, teachers naturally address multiple standards across disciplines while building student confidence.
What's most encouraging about Scott and Katie's message is that curriculum integration is accessible to everyone. Whether you're just beginning or well into your journey, small intentional changes can transform how students experience learning. Starting with scientific modeling and emphasizing student discussion creates a foundation upon which deeper integration can be built.
Ready to "ropify" your curriculum? Listen now to discover how these curriculum specialists are breaking down subject barriers to create more authentic, efficient learning experiences for students at all levels.
Want to learn more about ChangED? Check out our website at: learn.mciu.org/changed
It'll be good, it'll be great.
Speaker 2:No, I'm going to fix it. Sorry, scott, it's okay.
Speaker 3:This is authentic podcasting it really is.
Speaker 1:You should hear the stuff we actually edit out. This is tame Right, Tony? This is great. Wait, are we redoing this?
Speaker 2:Really Great, me too.
Speaker 4:He's so mad.
Speaker 2:Welcome back to Change. Ed Ch changed. Yes, all right, we are here and we are at the nsta conference in philadelphia yeah thank you, nsta, for providing us with a room so that we could actually podcast With a window, with a window.
Speaker 1:And kind of like spotlights.
Speaker 2:Yeah, no extra charge.
Speaker 1:It's a little weird. Well, we had to work for it.
Speaker 3:I had to work for it, Okay we'll cut that out I do have to say I appreciate the ice cream cups that you're using to put Okay, so thank you for calling it out.
Speaker 1:I said to him yesterday or the day before I was like can we get you like a little riser, Because this looks really unprofessional.
Speaker 2:But I've had them for a long time.
Speaker 3:That's engineering design at its finest. Thank you.
Speaker 1:Thank you, it was my STEM design challenge. It's been a solid year of those cups. I don't know how they work.
Speaker 2:And we've talked about them on the show, right, haven't we? Haven't we talked about them? Because it's embarrassing, but yes, so thank you everyone for your support. I am your host, andrew coon, education consultant from montgomery county intermediate unit. Here with me is the best, richard simotech.
Speaker 1:Also the montgomery county intermediate unit. Are we in education or educational today?
Speaker 2:depends on how you're feeling.
Speaker 1:Oh, I mean, tony changes his title all the time, doesn't matter okay, so I'm an education consultant because that's what you told me I am Wow.
Speaker 2:All right, and also here with us is Tony with a new title.
Speaker 4:Tony Marabito. Thanks to Scott, I am now STEM integration specialist.
Speaker 1:Yes, all right, change your email.
Speaker 4:Love it yes.
Speaker 2:Wow, between recordings Change his episode.
Speaker 1:Don't tell his boss.
Speaker 2:So we have not one, but two guests here with us today and a return guest. One of them is a return guest. He's never heard the show, but he's here with us. Scott O's like toast correct. Welcome, scott, thank you. Thank you for coming back, it's great to be on the show again and if we would just remind our audience it's been so long since I've seen you.
Speaker 3:Like 10 years.
Speaker 2:Yeah, and if you go in dog years it's a long time you have an age of day. I feel like I have. Your podcast stresses me out.
Speaker 4:Not just to you, Scott.
Speaker 2:We're piping it all right into your ears. It's like, yeah, it's tough. So, Scott, can you just remind our Change it audience who you are and where you're from?
Speaker 3:Sure, my name is Scott Ost. I am a curriculum supervisor at Northampton Area School District. Great Thank you.
Speaker 2:And with us we have the one and only Katie Trock. Katie, welcome to the show.
Speaker 5:Thank you.
Speaker 2:Katie, if you don't mind introducing yourself to the ChangeEd Nation please.
Speaker 5:I am Katie Trock. I am the younger version of Scott.
Speaker 2:Yes, get it, girl, because he's aged. From the show you wait till the end.
Speaker 5:Yes, very much so I am also a curriculum specialist at Northampton Area School District.
Speaker 1:Where is Northampton Area School District?
Speaker 2:Great question. It's north of the Hampton School District.
Speaker 1:Thank you, andrew. I was asking the people that actually were located there.
Speaker 2:Oh sorry sorry Please, Andrew. I was asking the people that actually were located there. Oh, sorry, sorry Please.
Speaker 3:This is your show Excuse me it's just north of Allentown, Pennsylvania.
Speaker 2:Oh, okay, you couldn't have said Hampton, come on, you couldn't support me on that one.
Speaker 1:No, he needs to be factual and accurate.
Speaker 5:There might not be a Hampton in Pennsylvania. Is it North Hampton County? No?
Speaker 1:Yeah so wait, are they your people? Yeah, no, they're next door. They're my people. That that's where I grew up. Oh no, did you cross?
Speaker 4:wait I thought you grew up in bath, which is in northampton area school district he crossed over. So have you been to his?
Speaker 1:mom's pizza shop you know the pizza shop what pizza shop my place?
Speaker 4:yeah, that's my parents, that's yeah.
Speaker 3:No way.
Speaker 1:They own a trash company.
Speaker 3:You might have no we don't.
Speaker 4:No, we don't IRS, we do not.
Speaker 2:It's off the books and off the podcast.
Speaker 1:They threatened to put Andrew in with the fishes. Yeah, yeah.
Speaker 4:But George Wolfe was my favorite park growing up. They had the perfect wooden whole thing going on with the. Yeah, it was amazing. What like a castle park? Yes, stop. Yes, the ones that are on instagram that are now like dissolved because of probably asbestos or whatever else, but it was amazing did it have one of those rickety bridges?
Speaker 1:yes oh man yeah I will.
Speaker 3:You could launch kids off of it.
Speaker 1:Yeah, that was great she didn't say that as an education we're taking a field trip to a park today just cut that out, we're looking at inertia stem design.
Speaker 2:Who wants to be an astronaut? Stand here, I'll jump how come all the teachers are volunteering to jump anyway. Our podcast last year with with tony's mom was our most listened to maybe ever, because if you went into her store it was mandatory that you downloaded it immediately, right?
Speaker 4:if you were a presence in beth, yeah, all 1 000 people that live there listen to it.
Speaker 2:Yeah, yeah, wow, it was mandated I was, like my mom matters too, like she was mayoral decree anyway, this is not why you came on. I know, uh, we want you to think that we are professional. I was like my mom matters too Mayoral decree. Anyway, this is not why you came on. I know, we want you to think that we are professionals.
Speaker 1:It all makes sense now and is connected.
Speaker 2:Thank you, that's all I needed was a little something that didn't involve you. I feel off. You brought it there. What did you tell me that we wanted to talk about for this episode?
Speaker 4:Their curriculum and maybe incorporating steals and maybe some challenges.
Speaker 2:All right, I didn't write it down, so uh, we would love to hear from you in north hampton, which is above hampton, as everyone knows yes, more about the work you've been doing in your curriculum, because transitioning to steals, ngss as we're here at nsta mentioning that as well, is a big undertaking. So what does does that process look like for the both of you and kind of your arenas?
Speaker 3:Sure. So I have to give credit to my boss, Dr Michelle Schoenberger, and our superintendent, Mr Joseph Kowalczyk, supporting us in making these shifts. Well before the steel standards came out, I came into the district in 2015. Out I came into the district in 2015. My supervisor, who was Dr Schoenberger at the time, said Pennsylvania probably will come out with their own version at some point. You know, 15, 20 years down the road.
Speaker 1:So let's just make that change Like five words changed yeah.
Speaker 3:And so we made a conscious effort to make changes instructionally back then and we dabbled in spots here and there. We didn't really get into too much. We redesigned some units. But her idea was that if we just expose ourselves a little bit at a time, that eventually, with enough practice, we get where we need to get to. And so we started that work way way back in 2015, 2016. Somehow I was convinced to jump to leadership and an administrative role in the heart of COVID. That was a smart decision and we really just carried the same mindset, the same mentality through, and since then, since PA has adopted those standards, I've really just taken my experience and then flipped it, obviously as more of an administrative coaching role, taught teachers how to do it.
Speaker 4:Wow, I was going to say that's awesome that you're getting back into the classroom with your teachers again. I learned I was doing co-teaching last week and, like you were saying in our previous episodes so long ago, so long ago that when you're so far removed, you don't know what that feels like. We can talk about theory, we can talk about strategies, we can talk about notice and wonder and driving question boards, but until you're doing that with 25 six-year-olds, you don't really know how it's going to work out.
Speaker 2:Yeah.
Speaker 5:And then Katie give us your perspective, and at Northampton only four years ago. So I kind of I'm an outsider coming in, so I've kind of immersed myself in watching the district grow and learn. Scott really is a driving force and Michelle, in the science world I kind of came to more of an elementary background as well as more of a language arts background. So for me it's so interesting to see the huge tie-ins with science and steals with language arts. You know Elementary has no time right, not that any teacher has time whatsoever, but to get like a first grade teacher to let go of reading or writing or science, that's a big ask. So kind of looking at a lot of these steals standards, you're not letting go of anything. In fact you're getting a little bit more of ELA when it comes to science and steals. So it's kind of exciting.
Speaker 1:For everyone, especially that writing component. Yeah Right, like there's so much they can do. It's very cool Not to cut you off, but I totally did, because I'm a jerk. But the interesting thing that we're learning is like when we approached it as STEM, it was similar ideas. We still want to incorporate all of these things and we want to bring in the literacy. We want to bring in the project problem-based learning.
Speaker 1:I don't think it was as well received as we had hoped. Right, we wanted STEM to be this like amazing thing. It turned into tools and it turned into like gizmos and ozobots, and not really the intention behind STEM. What I'm learning and what I'm loving is that with STEALS, I can and should read informational text during my ELA time, enhance my reading skills during my ELA time using information that I can then leverage in my science time. And then I'm writing CERs or however we're choosing to respond, but I'm using all of those interconnected things. So it's like we're finally getting to what we wanted STEM to kind of be in the elementary world, which is then going to propel our middle school and high school kids further.
Speaker 3:Yeah, and I would say Katie has been instrumental too at the elementary level. I mean, she speaks the language. I just take the language and then interpret it in my own science way. She's educated us all on some of the similar ELA tie-ins that we can make. You know, say, mean matter was something that I did not know of until the other day, and we essentially came to the conclusion that scientists do the same thing, just in a very scientific way. So we're working with our teachers in terms of how we incorporate that back into the classroom, providing them a framework and a structure, and the collaborative partnership that we have with each other, I think, has been instrumental in that work. So we're just finding ways to integrate literacy whenever we can. It's been a big help.
Speaker 1:Okay, so Scott said same mean matter. What did he say?
Speaker 5:And what does that mean to you and why does that matter?
Speaker 1:Oh, look what you did. I was like wait a minute, why are you asking me questions? I'm asking you questions.
Speaker 5:Got it. So that came from SAS. When it comes to the TDA, the text-dependent analysis so our ELA teachers are loving that real quick catchphrase. So if you start something in kindergarten and the teachers are all using that same language, it's so easy for kids to follow along. So when it comes to science fifth grade especially starting to panic for that writing component of the dreaded PSSAs However, the science essays are looking very, very similar to a TDA and so, whatever we say, whether it's science-based or language arts-based, and what does it mean to us and why does it matter? We've had our science teachers come in and they kind of like, looked at us quickly and said could you have the language arts teachers talk about this in September so that we can use it for the rest of the year? So real quick things like that. Everybody's kind of talking the same thing, and speaking of, talking.
Speaker 5:A huge thing is speaking and listening standards. It's that like silent ELA strand that we all obviously use all the time, but we've started to really bring that back out, kind of dust it off, remind everybody what it is. So now even our science teachers are asking if they could take the speaking and listening rubrics over to their classroom. That's awesome, as they're interacting with the kids and listening to the science talks and all kinds of what do I call them Conundrum circles, conundrum circles, yes, science circles.
Speaker 4:Science circles.
Speaker 5:But we're using our speaking and listening rubrics all over the place because elementary kids love to talk. Yeah, it gives them a lot of great ideas and details and then, you know, that kind of tampers off a little bit as they get older. So we're trying to use that as an instrumental piece for instruction for teachers, administrators and students.
Speaker 1:I love that.
Speaker 2:One of the things that you just pointed out so well is that there are so many crossover points. Science calls it one thing, ela calls it something different, same thing with math and social studies, but that the connection is there and it's very strong. And another thing I'll say is that we've had a lot of conversations with leaders outside of the science world who say the NGSS are really well written, they are very strong, some of the best of the standards that are out there. They're so thought out and the integration like how they're integrated, the integrative piece. So I'm curious on your end.
Speaker 2:It sounds like from the journey of what you shared, scott, that integration has been a mindset for a while and you're not just shifting to that spot. So hopefully you've had I'm sure you have experiences with other schools or districts or conversations, and how is your story different from theirs? What are you seeing? Is the difference? Because I would imagine if you started 10 years ago, the shift to Steeles looks very different in your district than it would for the majority of Pennsylvania. That's like this steals mindset is brand new and we need to get this done in three years. What does that look like? Would you talk to that from your experience?
Speaker 3:Sure. So it's always been a mindset of mine personally, and I think that that came from the different experiences that I had in the business world and in just regular ed.
Speaker 3:As a teacher, you know that you have to think that way, but I think as I've gone through these steel shifts, I've really thought out the connective pieces between all the content areas and how I can best support teachers through those changes. We've actually got a group of teachers in our district who take graduate courses through a university that we partner with. They take STEM graduate courses and they get their STEM endorsement. What that has done it's helped build capacity around the integrative pieces that are needed. So, for example, last night we have this district-wide event and that district-wide event is called Soups and Scoops. It's an event where we raise funds and money for local food pantries and there's a lot that goes into that event. It's a very steamy STEMI event.
Speaker 3:Right, it's hosted by the art department, but Katie and I have graduate students, our teachers, and we said to them last night you know, just pay attention to the behind the scenes work that goes into this.
Speaker 3:You got your social studies teachers building placemats for their, for the soup bowls that that's the people eat from. You've got the math department that are designing the centerpiece flowers that go into the center of the table and doing all the measurements that go behind that. You've got the art department obviously making the bowls for the soup. You've got business partners coming in and contributing raffle baskets. When you take a step back and you look at all the integrated pieces that are going into one single event, it's a much easier way to approach it. So, going back to your original question, as districts talk to us, I encourage them to help their teachers understand those integrated pieces by taking that step back and using community events that they already have in place right that they already do and just pausing and reflecting for a moment about all the integrated pieces that are going on amongst different departments.
Speaker 2:That is an incredible perspective, and I'm not just saying it because you're here in this space in front of me Truly mean that because we live integrated lives as human beings. So if we step back, as you're saying, I love that perspective. We step back from what can be a very blurry space, but we experience integrated lives so much and so providing we talked about this on our last episode 10 years ago that the perspective piece is so important. So where are we experiencing integration and what can that look like here, versus kind of separating it out, and I imagine I'm generalizing here, but that our elementary teachers are actually probably some of the best at integrating, because they're like I don't have any more time, I've got to figure out how to math and science at the same time or how to bring things together.
Speaker 2:And so, Katie, my question for you is are you seeing that for steals you started to talk about a little bit, but I want to lean a little more into it because I think for our elementary listeners, like the struggle is so real and this idea of like wait, are you asking me to shift my mindset or to shift my practice, or both? And if both is at the same time, do. I do one and the other, so there's a lot of there's like nine questions in there. If you could answer them in order, that'd be great.
Speaker 5:Without using your hands first so first of all, if you get the visual of a friendship bracelet, honestly Scott and I have done a lot of professional development with our staff of making like I literally bought the what is an embroidery thread and we've made friendship bracelets just showing how instruction can be roped. So that's when you were putting your hands together. That's what we do all the time. So elementary teachers are phenomenal at roping it. We verbified roping it right. So is it speaking and listening? Is it reading? Is it writing? Is it science? It doesn't matter. And the more you kind of elementary teachers do it all the time Like you have a read aloud, you know something comes up in a read aloud, you have the whole class's attention. You end up talking about math, science, social studies right there. If you ask the teacher what they did, they'll say I did read aloud for 10 minutes. Really there's all kinds of subjects and things in there.
Speaker 5:A big shift is being intentional ahead of time about what you're about to rope. So as you look at the new standards, you can kind of see the behavioral component, you can see the structures. So elementary teachers they might be afraid at first. What do you mean? Science standards? I still don't know all the old science standards? What about the new science standards? Really, though, they're behavioral experts of roping it, understanding what's going on. We're talking, we're listening, we're reading, we're writing. You know, kindergartners are probably the best students you've got for asking questions and inquiry based Capitalize on that. What are we doing? Are we in? Are we in science class? Are we drawing a diagram? Because that's the only way we can write. You know they will draw, they will hypothesize, they'll do all the things. They don't really understand what they're doing at the time, and the teacher is just getting anything and everything from them. So it's truly ropified the content and what we're doing and how we do it.
Speaker 2:I love that Ropify, that's awesome.
Speaker 1:You heard it here first. We might have to put that in the title. That might have to be in it.
Speaker 2:Ropeify your life. It's already actually been ropeified. Yes, for us as adults, everything is ropeified. I just want to see how many times I can say ropeify.
Speaker 1:I think we're on four. Yeah, tony, were you going to say something?
Speaker 4:I was going to ask a question, but I wanted him to say Ropeify, yeah, one more time More.
Speaker 1:Yeah, I get an, even five Ropeify.
Speaker 4:So with your two different roles, so professional. In elementary and then secondary. Yeah, and Steeles integration. Just in general, what are some of the bigger challenges that you've seen or that are recurring themes in maybe some of your meetings or your sit downs with your teachers, and how have you started to try to plan and overcome? I've had the pleasure of working with your teachers and they are amazing. They are willing to learn, so that's not an issue that I don't think you have Well.
Speaker 3:I think the elephant in the room is time. Right Time is. It's a big task and that's been a big challenge. And it's a big challenge for any district, not just a North Hampton thing. You know, we We've had to make some schedule changes in elementary world to prioritize science and obviously be intentional about how we use that time together but also provide the flexibility for teachers to make instructional decisions around that time. Katie and I think instructional decision making is like on the daily for Katie and I. How do you become better instructional decision makers in the moment and how do you gain the confidence to do that? And you know elementary has to be masters of everything because they have to teach everything. So our roles have been how do I best support, coach and then find those integrated pieces in elementary world to save time? Nobody has time there and so how can I show you the connected pieces so that we're not doing one more thing? We're actually just we're checking a lot of boxes along the way and being very intentional.
Speaker 2:I would like to say, scott, that you clearly missed your moment, because if you're saying you're trying to be better in the moment, that's when you say, and that's why we listened to Shane.
Speaker 3:Jett.
Speaker 2:That was the moment flew by.
Speaker 3:Ask the question again. I'll answer differently.
Speaker 2:Sorry, that assessment has passed. So, from your perspective again, each of you, you, what's the thing you would say that has really made the difference for our listeners who are listening to this, saying where do I start? How do I know what I don't know? There's so much out there to not know what is some either words of encouragement or this is we're going to pretend like this is the second and third, last to final thought that you could provide to educators so we were were very intentional in elementary world around starting scientific modeling.
Speaker 3:So scientific modeling is a great entry point, in my opinion, to get elementary teachers to do this work.
Speaker 3:Anybody can draw a picture. It does not have to be a Van Gogh, right, you can just get your ideas from your brain on paper or verbalize it, whatever you know a student is able to do. But scientific modeling has been kind of a K to 12. I don't want to call it an initiative. It's been an undertone for a year or two now and I just said to our elementary teachers if you can just get kids to model out ideas and then maybe explain to you and verbalize to you what that model looks like or what it means around maybe a central phenomena, that's a huge, huge first step. If they can get to other kids and revise their thinking based on the collaborative discussions they have with other kids and even groups of kids back to their model, there's again more collaborative conversations they have and that one single thing that you're doing in the classroom has opened up lots of doors for kids, and so I always give that piece of advice to school districts Start with scientific modeling. It's a great.
Speaker 2:Katie, can you fix what he said and make it sound better?
Speaker 5:Wow, I mean I'll try, that was pretty good.
Speaker 2:It was very good, Scott.
Speaker 5:I would say the only other thing you could add to the modeling is the talking about the modeling. That's such a huge piece. So we work together all the time. He has that secondary lens that content heavy elementary. We co-plan a lot of things. We don't really know what our official job title is anymore because we change them all the time. So a lot of times, like I translate elementary for him, he translates secondary for me. But what you hear from secondary a lot is how do we get these kids to talk more? Or how do you, how do you get them to write more? Well, you can't write more until you can talk more. So getting comfortable with modeling and getting comfortable with talking and it's an easy educator move, it's an easy student move Builds confidence all around. But a huge one, yeah, it's a huge one, yeah.
Speaker 2:We've been so fortunate to be part of so many great conversations, and one of those really great conversations that we've had recently was someone who even helped work on the NGSS. They were saying that in elementary that connection where, as students are learning words, you might actually be verbalizing it to make it visual for them so they can understand it, and he was making the connection of like and we're doing that in so many ways through our steel sanders. We're trying to help them visualize what this might be, or visualize a process, versus telling them or having them experience. It is telling them, we're having them experience it, and you can very much see that coming alive in the work that both of you are doing and how you are modeling that and how you are trying to lead forward.
Speaker 2:And I think for our listeners who are like, well, we're not in Northampton, we weren't 10 years ahead, we're just getting on board now, I think the key takeaway is that it doesn't require you to have been 10 years ahead. Maybe the conversation started because of the change in standards. Whatever the emphasis is for the change, you have the power to choose the direction that you're going to go, where you end up. So it starts now for someone in 10 years it could look very different based off of the small changes that we make and the small decisions that we make. And I think one of the most important things for me through this podcast is that to become better in the moment, whatever that moment might be, you need to listen to the change that podcast.
Speaker 2:Oh, we nailed it I. We come right back to it. You crushed it, good job. Be sure to like and follow your favorite and subscribe that one to your favorite number one podcast and propify your favorite podcast into your phone I did just rate your podcast the other day.
Speaker 3:You have three ratings. I gave it a five, though thank you.
Speaker 2:Oh, thank you, we loved it off the air. I'd love to talk to the other two I told my mom not to read us.
Speaker 3:I'm checking this off my bucket list. I'm not lying. Thank you, it's been an awesome experience.
Speaker 1:Yeah, I appreciate you guys doing this. Anytime you want to come on, because it's nice to have people who mess with him.
Speaker 2:Yeah, it really feels good. My soul has been filled today.
Speaker 1:My bucket has been filled, he doesn't have to be here.
Speaker 2:I don't need to be rope-fied in this experience. There's a club if you guys need therapy after this session.
Speaker 1:I think we're starting a mastermind around support groups for. Andrew, there's quite a few of us.
Speaker 2:He's a monster.
Speaker 4:Fan mail. I enjoyed everyone except for Andrew.
Speaker 1:Is it really in there? No, I wrote that.
Speaker 2:You looked at me and were like, can you believe? They wrote that. I'm like, yes, I can All good.
Speaker 4:It's fan mail on Spotify. Contact us right through the app.
Speaker 1:Make sure to like, follow and subscribe and heart, you know, stars whatever you need to do Give it a rating, as long as you give it a five.
Speaker 2:Say nice things about your favorite host.
Speaker 4:And text us on Spotify.
Speaker 2:Because you'll be rope-ifying us into your life Even in those hard moments when you're cleaning the garbage disposal. Change Ed. Is there Scott?
Speaker 3:That's all I do. All I do is listen to the Change Ed podcast and then I just put everything you tell me in action. That's really what my job is.
Speaker 2:We're done here. Shut that down.
Speaker 1:No, I am so happy right now.
Speaker 2:I don't even want this anymore.
Speaker 1:You can take all your swag and go away from me.
Speaker 5:It's actually us, we do that.
Speaker 2:Oh, you guys do the same thing, so you're doing the hand motion.
Speaker 5:We call it.
Speaker 1:Oh, we thought you were making fun of him, because this is how he talks as well as we make this is a yes and moment. I love it. Thank you.
Speaker 2:Yeah, I'm sorry, I misinterpreted your niceness um thank you or you're welcome you say both yeah, thank you, and you're welcome yeah you're welcome. You're going to walk by her and be like man, that guy. We were really harassed on that show. Good thing they edited all that out. Yeah, the bow tie really threw me off. That is going to be nice.